عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL53641
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Appreciative Inquiry Practitioner Formation: A Grounded Theory Study
General Material Designation
[Thesis]
First Statement of Responsibility
Wocken, Lisa
Subsequent Statement of Responsibility
Ardichvili, Alexandre (Sasha)
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
University of Minnesota
Date of Publication, Distribution, etc.
2020
GENERAL NOTES
Text of Note
209 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
University of Minnesota
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
Organizations acknowledge the interrelated nature of working and learning to keep pace with rapid changes and ever-evolving needs (Argyris & Schön, 1978; Heifetz, Linsky & Grashow, 2009; Lundgren et al., 2017; Watkins & Marsick, 1993). Appreciative inquiry (AI) is a dialogue-based organizational intervention that generates new thinking and approaches to address organizational challenges (Cooperrider & Whitney, 2005; Watkins, Mohr, & Kelly, 2011). There is a need to gain an intimate knowledge and deeper understanding of the development journeys of AI practitioners that help organizations uproot the cycle of old thinking applied to current challenges. The work of AI practitioners aligns directly with the field of human resource development (HRD), which aims to cultivate and enhance learning, human potential, and high performance in organizations (Ruona & Lynham, 1999). This grounded theory study addressed the question: What is the development journey of AI practitioners? The study introduced a theoretical framework for AI practitioner formation. The findings and discussion from this study suggest that AI formation often begins with a paradigm shift and a virtuous cycle of behavior change motivating further development through various learning strategies: the ubiquitous practice of AI; learning through formal, on-the-job, and informal learning; and connections with others. These learning strategies are present and influential in every AI practitioner development journey.
UNCONTROLLED SUBJECT TERMS
Subject Term
Developmental psychology
Subject Term
Education
Subject Term
Teacher education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Wocken, Lisa
PERSONAL NAME - SECONDARY RESPONSIBILITY
Ardichvili, Alexandre (Sasha)
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
University of Minnesota
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
